Effective faculty preceptoring and mentoring during reorganization of an academic medical center

Med Teach. 2002 Sep;24(5):550-7. doi: 10.1080/0142159021000002612.


The experience and lessons learned in the design, implementation and initial evaluation of a demonstration faculty-to-faculty mentoring program, during a time of major institutional reorganization, are described. The question addressed was: Can a voluntary mentoring program be established with minimal resources and be effective in the context of major organizational change? Key design elements included two-tiered programs (one year preceptoring and multi-year mentoring), voluntary participation, and selection of senior faculty members by the junior faculty members. A total of 20% of junior faculty and 30% of senior faculty participated. Faculty indicated the program was worth the time invested, had a positive impact on their professional life and increased productivity. There was high satisfaction with the mentoring relationship, especially the psychosocial mentoring functions, and a trend toward increased retention of minority faculty. Within two years, the program was institutionalized into the Office for Faculty Affairs, and faculty approved a mentoring policy. It is concluded that voluntary mentoring programs can have a positive impact on junior and senior faculty satisfaction, reinvigorate the collegial culture, and improve productivity and retention even during a time of reorganization and minimal resources.

Publication types

  • Research Support, U.S. Gov't, P.H.S.

MeSH terms

  • Academic Medical Centers / organization & administration*
  • Adult
  • Attitude of Health Personnel
  • Faculty, Medical / standards*
  • Hospital Restructuring
  • Humans
  • Mentors*
  • Organizational Innovation*
  • Pennsylvania
  • Preceptorship*
  • Program Development
  • Program Evaluation
  • Staff Development